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The UNESCO Institute for Lifelong Learning (UIL) has just published its fifth policy brief, entitled Making Large-Scale Literacy Campaigns and Programmes Work . The brief provides policymakers with a set of recommendations based on an analysis of adult literacy campaigns and programmes that took place around the world between 2000 and 2014. Despite a resurgence in the popularity of literacy campaigns as a means of mobilizing political will, resources and people, the analysis finds that most large-scale...

Author/Editor:
UIL
Year of publication:
2016

Available from UIL's Library in English, French, Spanish, Arabic, Portuguese.

The 38th UNESCO General Conference adopted a new Recommendation on Adult Learning and Education, 2015. This Recommendation supersedes the 1976 Recommendation on the Development of Adult Education and is, therefore, the most up-to-date normative instrument in this important policy area.

It calls upon Member States to take action in the areas already defined in the Belém Framework for Action (BFA) – i.e. policy, governance, finance, participation, inclusion and equity, and quality – while building on the potentials of information and communication technologies. This Recommendation...

Author/Editor:
UNESCO
Year of publication:
2016

Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic, Portuguese.

The 3 × 3 × 3 × 3 Youth Statement on Learning Cities outlines the ways in which young people should be involved in building learning cities. The Statement comprises three calls for action directed at UNESCO, three expressions of encouragement directed at local and national governments, and three commitments from youth to contribute to the building of learning cities.

Download : The 3 × 3 × 3 × 3 Youth Statement on Learning Cities ...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

Available from UIL's Library in English, French, Spanish.

The UNESCO GNLC’s Guiding Documents explain the concept and describe the role of learning cities in sustainable development. These learning cities’ documents consist of the Beijing Declaration on Building Learning Cities and the Key Features of Learning Cities, which were adopted at the 1st International Conference on Learning Cities in 2013. The Beijing Declaration, outlines the role of lifelong learning in promoting inclusion, prosperity and sustainability in cities and makes a commitment to twelve actions for developing learning cities. The Key Features of Learning Cities provides an...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic.

These guidelines provide cities with strategic approaches for building dynamic and sustainable learning cities. They contain a set of actionable recommendations that can be referred to at every stage of the process of becoming a learning city. The documents are available for download in Arabic , Chinese ,...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic.

The Mexico City Statement on Sustainable Learning Cities outlines the role of learning cities in achieving the 2030 Agenda for Sustainable Development and defines strategic directions and action points for building sustainable learning cities.

Download : Mexico City Statement on Sustainable Learning Cities

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic.

UNESCO Institute for Lifelong Learning (UIL), located in Hamburg, Germany, is one of UNESCO’s key education-related institutes and is the only organizational unit in the UN family that holds a global mandate for lifelong learning. Taking a holistic and integrated, inter-sectoral and cross-sectoral approach to lifelong learning as the guiding paradigm for 21st century education, UIL promotes and supports lifelong learning with a focus on adult learning, continuing education, literacy and non-formal basic education. Its activities place particular emphasis on furthering educational equity...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English, French, Spanish.

Learners, facilitators and managers of Kominkan (Community Learning Centres in Japan) and Community Learning Centres (CLCs) and other institutions that promote community-based learning, governments, civil society organisations, United Nations (UN) agencies, development partners, members of academia, the private sector and media from 29 countries, gathered in Okayama City, Japan at the Kominkan-CLC International Conference on Education for Sustainable Development (ESD) – “Community-Based Human Development for Sustainable Society” – commit to continuing and expanding Education for...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English, French.

The fourth policy brief in the UIL series recommends youth engagement in multipurpose community learning spaces and centres. The aim is to improve their access to full participation in learning and community development activities. It is based on discussions from the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres held on 20 – 22 August 2013 in Jakarta, Indonesia. Policy Brief 4 is built on the...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English.

We are pleased to announce the publication of the Annual Report for 2013. The publication has been redesigned in order to provide a more accessible and visually attractive information source about the Institute and its work.

The Annual Report provides an overview of UIL’s key activities in 2013 and highlights outcomes and expected results in Member States. It opens with a timeline of activities, giving a general impression of the work carried out in 2013. Different work areas present their activities supported by testimonies from beneficiaries and actors. Each programme section...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English, French.